5,975 research outputs found
Investigating First-Year Engineering Students\u27 Educational Technology Use and Academic Achievement: Development and Validation of an Assessment Tool
Increasing the number of Americans who graduate with a degree in science, technology, engineering and mathematics (STEM) is of compelling national interest as the world is becoming more technologically-dependent. As society changes there is a continual need for new devices, tools, and services. Therefore, what is represented as “technology” constantly changes. The underlying meaning of technology is fairly stable, but the term is employed differently across context and application. In society, a variety of technologies are used to provide people with things like food, healthcare, shelter, transportation, and entertainment. In educational settings, computers and other information technologies help individuals learn, teach, and communicate. Since technology is ever-changing and context-specific, this paper describes the development and validation of a particular assessment tool – one focused on the specific types of and ways that educational technology is used by first-year engineering students (FYES). More specifically, the assessment tool was used in an investigation of the relationship between first-year engineering students’ perceived (a) knowledge, (b) usefulness, as well as (c) frequency and nature of use of technology and their academic achievement (i.e., grades). Differences were analyzed by race/ethnicity and gender. After distributing the assessment tool and collecting data from nearly 500 students, results revealed there are significant racial/ethnic differences in FYES’ perceived usefulness as well as frequency and nature of use of technology. There are also significant gender differences in FYES’ perceived knowledge and usefulness of technology. Furthermore, FYES’ background characteristics significantly predict their final course grades in the second of two introductory engineering courses
A study to identify selected factors affecting the implementation of computer-aided design and drafting in industrial technology baccalaureate programs
The purpose of the study was to identify and analyze selected factors affecting the present status of Computer Aided Drafting and Design (CADD) and those factors which were needed to reach a desired level of CADD implementation in Industrial Technology Baccalaureate Programs (ITBPs) in the United States. The intent of this study was to identify and analyze selected factors which facilitate the implementation of CADD in ITBPs within the United States.
One hundred and sixty-four ITBPs institutions from the 1992 National Association of Industrial Technology (NAIT) Directory were used for participation in this study. A questionnaire identifying both current and ideal status was constructed and validated through the pilot-test. The instruments were distributed, collected, and the data analyzed.
Descriptive statistics were used to analyze the data. A frequency distribution was used for all variables. A mean rank was computed for the selected factors which inhibited the implementation or continuation of CADD in ITBPs.
Selected Findings and Conclusions were: (1) A majority of respondents (91%) reported that they offered one or more CADD courses in their departments; (2) The majority of respondents (52%) indicated that for the current status, CADD was required of all majors in their departments. At the perceived ideal level, an overwhelming majority of respondents (92%) believe that CADD should be required for all majors in their departments; (3) a combination of separate CADD courses and CADD integrated into all design and drafting courses was recommended regarding CADD instruction by a majority of the respondents (67%); (4) Funding was the most inhibiting factor in the implementation or continuation of CADD in ITBPs, receiving the highest mean (4.34 on a 5-point scale).
Based on the information collected in the survey, selected Recommendations were: (1) Industrial Technology Programs should hire more faculty who have expertise in the area of CADD in order to facilitate the implementation of CADD in their departments. (2) Vendor workshops and in-house training programs should be provided to faculty who need assistance to enhance their CADD knowledge so as to facilitate the implementation of CADD in their departments. (3) All industrial technology instructors should be encouraged to integrate CADD into their design and drafting programs. (4) Industrial technology instructors should be encouraged to develop their own instructional materials to suit their particular curriculum needs
A Unique Opportunity for Michigan's Future: An Investment in Engineering Excellence Rationale and Plan
http://deepblue.lib.umich.edu/bitstream/2027.42/79529/1/1984_A_Unique_Opportunity_for_Michigans_Future_An_Investment_in_Engineering_Excellence_Rationale_and_Plan.pd
The evolving landscape of learning technology
This paper provides an overview of the current and emerging issues in learning technology research, concentrating on structural issues such as infrastructure, policy and organizational context. It updates the vision of technology outlined by Squires’ (1999) concept of peripatetic electronic teachers (PETs) where Information and Communication Technologies (ICT) provide an enabling medium to allow teachers to act as freelance agents in a virtual world and reflects to what extent this vision has been realized The paper begins with a survey of some of the key areas of ICT development and provides a contextualizing framework for the area in terms of external agendas and policy drivers. It then focuses upon learning technology developments which have occurred in the last five years in the UK and offers a number of alternative taxonomies to describe this. The paper concludes with a discussion of the issues which arise from this work
Цифровая трансформация проектирования технологических процессов при подготовке инженеров-проектировщиков: история и перспективы
Significant advances in the implementation of information technology in the educational process cannot occur on their own. Success in this area is ensured by many years of hard work aimed at a gradual transition from the use of traditional teaching methods to automated ones. This transition on the example of implementing a computeraided design of technological processes is considered. The stages of the formation of this activity are described, starting with systems based on SM EVM (СМ ЭВМ, abbreviation of Система Малых ЭВМ – literally System of Mini Computers. It was the general name for several types of Soviet minicomputers produced in the 1970s and 1980s) operating under the control of a real-time operating system, and ending with electronic complexes for information support of design and technological design based on PDM systems.Значительные достижения в области внедрения информационных технологий в учебный процесс не могут возникнуть сами по себе. Успех в этой сфере обеспечивается многолетней и упорной работой, направленной на постепенный переход от использования традиционных методов обучения к автоматизированным. Этот переход рассматривается на примере внедрения системы автоматизированного проектирования технологических процессов. Описываются этапы становления этой деятельности, начиная с систем на базе СМ ЭВМ, работающих под управлением ОС РВ, и, заканчивая электронными комплексами для информационной поддержки конструкторско-технологического проектирования на базе PDM-систем
Цифровая трансформация проектирования технологических процессов при подготовке инженеров-проектировщиков: история и перспективы
Significant advances in the implementation of information technology in the educational process cannot occur on their own. Success in this area is ensured by many years of hard work aimed at a gradual transition from the use of traditional teaching methods to automated ones. This transition on the example of implementing a computeraided design of technological processes is considered. The stages of the formation of this activity are described, starting with systems based on SM EVM (СМ ЭВМ, abbreviation of Система Малых ЭВМ – literally System of Mini Computers. It was the general name for several types of Soviet minicomputers produced in the 1970s and 1980s) operating under the control of a real-time operating system, and ending with electronic complexes for information support of design and technological design based on PDM systems.Значительные достижения в области внедрения информационных технологий в учебный процесс не
могут возникнуть сами по себе. Успех в этой сфере обеспечивается многолетней и упорной работой, направленной на постепенный переход от использования традиционных методов обучения к автоматизированным. Этот переход рассматривается на примере внедрения системы автоматизированного проектирования технологических процессов.
Описываются этапы становления этой деятельности, начиная с систем на базе СМ ЭВМ, работающих под управлением ОС РВ, и, заканчивая электронными комплексами для информационной поддержки конструкторско-технологического проектирования на базе PDM-систем
Catalog 2007-08
https://openspace.dmacc.edu/catalogs/1008/thumbnail.jp
1994-1995
Contains information on courses and class descriptions as well as campus resources at Collin College.https://digitalcommons.collin.edu/catalogs/1006/thumbnail.jp
2002 : Part - Time Courses
Book containing information and full list of part - time courses for 2002 entry.
2002/2003 academic calendar.
Faculty structure and key contacts at DIT
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